While research models show that faculty advisors play an important role in academic advising, the data are limited regarding faculty conceptualization of their roles and responsibilities as advisors. In this study, we gather faculty perspectives about the components that have made the model effective in a large, urban, community college. Faculty members describe their strategies for developing student accountability, goal-setting abilities, and decision-making skills. They also discuss strategies for building student academic success and encouraging student self-regulation and self-determination. The described program has helped increase buy-in from faculty members undertaking advising via systematized delivery. The faculty feedback will help others design and implement advising programs proven to increase persistence and reduce attrition. (Contains 8 tables and 1 figure.)